https://cartographicperspectives.org/index.php/journal <p><em>Cartographic Perspectives</em> (<em>CP</em>) is the <strong>platinum</strong> <strong>open access</strong> journal of the North American Cartographic Information Society (<a href="http://www.nacis.org/index.cfm?x=1">NACIS</a>) and is devoted to the study and practice of Cartography in all of its diversity. <em>CP</em> is published three times a year and includes peer-reviewed research on Cartography and Geovisualization (broadly defined), technical notes and tutorials on new methods, articles on library collections, reviews of books and atlases, and novel maps. All submitted articles are reviewed and returned to authors within <strong>6-8 weeks</strong>. In the past three years, <em>CP </em>has an average rejection rate of 65%. All graphics included in accepted articles are published in full color, at no cost to authors.</p> <p>We are pleased to announce the <strong>2023 </strong><strong>student paper competition </strong>with a<strong> $1350 </strong>prize for the winning entry. Any peer-reviewed manuscript accepted for publication in <em>CP </em>whose first author is a student is automatically eligible.</p> <p>Contributing to <em>CP</em>? Simply <a href="https://cartographicperspectives.org/index.php/journal/login">login</a> or <a href="https://cartographicperspectives.org/index.php/journal/user/register">register</a> if you are a new visitor. Once logged in, select the "New Submission" tab under your User Home page, upload your manuscript when prompted, and enter the required metadata. It's that easy!</p> <p>Please direct any questions to: Jim Thatcher, Editor | jethatch at uw dot edu.</p> North American Cartographic Information Society en-US Cartographic Perspectives 1048-9053 <span>Authors who publish with this journal agree to the following terms:</span><br /><ol type="a"><br /><li>Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><br /><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><br /><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> https://cartographicperspectives.org/index.php/journal/article/view/2085 Author Instructions Copyright (c) 2025 Author Instructions https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-19 2025-12-19 107 94–95 94–95 https://cartographicperspectives.org/index.php/journal/article/view/1913 <p class="p1">Although there is extensive research on first order climate change beliefs, second-order beliefs (perceptions about what others believe) are an understudied and potentially highly influential factor tied to a lack of climate policy action. This map reading study employs a pre- and post-map observational design to investigate how interactive maps can reveal and update second-order climate change beliefs. Participants first completed a pre-map survey detailing their climate change beliefs and estimating public support for climate policies. Participants then completed map reading tasks on an interactive web map that visualized county-level climate change opinions in North Carolina, while their eye movements were recorded with an eye tracker. A post-map survey gauged participants’ reactions to the actual climate opinions, accompanied by map usability questions. The results showed a widespread underestimation of actual climate policy support among participants. Participants commonly used a set of environmental and humanistic concerns to justify the content of their own beliefs, but when asked to rationalize others’ beliefs using the map, they used conspiratorial or ideological explanations to describe others who were more skeptical of climate policy. Additionally, participants exhibited egocentric bias, focusing more on their home counties and those with extreme climate change opinions when exploring the web map. The research underscores the potential of interactive maps to improve the understanding of second-order climate change beliefs and emphasizes opportunities for enhancing their ability to communicate the broad public support that exists for many climate policies.</p> Eliza Merritt David Retchless Bhuwan Thapa Johnathan Sugg Copyright (c) 2025 Eliza Merritt, David Retchless, Bhuwan Thapa, Johnathan Sugg https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 6–27 6–27 10.14714/CP107.1913 https://cartographicperspectives.org/index.php/journal/article/view/1781 <p class="p1">Research on the use of online maps in geography education underlines their potential to foster geographic thinking. However, the role of interactivity in this process has not been considered in educational settings. To address this issue, the contribution of web mapping to students’ taxonomy is investigated. Our methodology combines analysis of student productions, mouse tracking, spatiotemporal clustering, statistical modeling, and focus groups. The data collection was carried out in three stages in a class of 20 students aged 14–15 years, using three online mapping interfaces with similar interactive features. Students’ productions were evaluated using scores based on criteria constructed from Bloom’s revised taxonomy to analyze their learning. Students’ scores were compared to the way they interacted with the online maps. Results show how students master the tool over time. Temporal and spatial patterns of interactive behavior, and their impact on learning, were evident. Several of the cartographic interactions that we studied—such as spatial navigation and the display layer of attributes—had a positive impact on student learning when used moderately and intermittently, whereas juxtaposition only contributed positively when used occasionally. Focus group analysis complemented and contextualized our results by highlighting other factors such as students’ emotions and their issues in interpreting the maps. As a result, we consider this exploratory research to provide an appropriate and useful methodological combination for further research into how digital tools contribute to learning.</p> Julien Bachmann Christian Kaiser Copyright (c) 2025 Julien Bachmann, Christian Kaiser https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 28–53 28–53 10.14714/CP107.1781 https://cartographicperspectives.org/index.php/journal/article/view/2013 Zhaoxu Sui Copyright (c) 2025 Zhaoxu Sui https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 73–76 73–76 10.14714/CP107.2013 https://cartographicperspectives.org/index.php/journal/article/view/2019 Shivanand Balram Copyright (c) 2025 Shivanand Balram https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 77–78 77–78 10.14714/CP107.2019 https://cartographicperspectives.org/index.php/journal/article/view/2023 Eric D. M. Johnson Copyright (c) 2025 Eric D. M. Johnson https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 79–82 79–82 10.14714/CP107.2023 https://cartographicperspectives.org/index.php/journal/article/view/2049 Jack Swab Copyright (c) 2025 Jack Swab https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 83–85 83–85 10.14714/CP107.2049 https://cartographicperspectives.org/index.php/journal/article/view/2059 Chenxiao Guo Copyright (c) 2025 Atlas Guo https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 86–89 86–89 10.14714/CP107.2059 https://cartographicperspectives.org/index.php/journal/article/view/2063 Chiara Phillips Copyright (c) 2025 Chiara Phillips https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 90–93 90–93 10.14714/CP107.2063 https://cartographicperspectives.org/index.php/journal/article/view/2055 Zhaoxu Sui M. Naser Lessani Copyright (c) 2025 Zhaoxu Sui, M. Naser Lessani https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 54–63 54–63 10.14714/CP107.2055 https://cartographicperspectives.org/index.php/journal/article/view/2065 Rebecca Ramsey Copyright (c) 2025 Rebecca Ramsey https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 64–72 64–72 10.14714/CP107.2065 https://cartographicperspectives.org/index.php/journal/article/view/2083 Yimiao Wang Copyright (c) 2025 Yimiao Wang https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 2 2 https://cartographicperspectives.org/index.php/journal/article/view/2081 About CP Copyright (c) 2025 About CP https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 3 3 https://cartographicperspectives.org/index.php/journal/article/view/2079 Jim Thatcher Copyright (c) 2025 Jim Thatcher https://creativecommons.org/licenses/by-nc-nd/4.0 2025-12-18 2025-12-18 107 4–5 4–5 10.14714/CP107.2079